La focalización interna de la atención disminuye el aprendizaje motor de los adolescentes
DOI:
https://doi.org/10.47197/retos.v69.114334Palabras clave:
Enfoque externo, Instrucción, Comportamiento motor, Teoría OPTIMALResumen
Introducción: La adquisición de habilidades motoras está influenciada por factores motivacionales y atencionales. Entre ellos, el foco de atención—interno o externo—desempeña un papel clave en el rendimiento y el aprendizaje. Este estudio examinó los efectos de diferentes focos atencionales en el aprendizaje de una habilidad motora en adolescentes.
Métodos: Setenta y siete adolescentes (M = 16.5 años, DE = 1.4), de ambos sexos, realizaron una tarea de Tiempo de Respuesta. Después de una prueba previa, los participantes completaron 16 ensayos de práctica y fueron asignados a uno de cuatro grupos: foco interno (atención al movimiento de los brazos), foco externo proximal (atención a las luces), foco externo distal (atención al cono verde), o grupo control (sin instrucciones de atención). Veinticuatro horas después, se realizaron pruebas de retención y transferencia (tres ensayos cada una), esta última con un cambio en el color del estímulo luminoso.
Resultados: El grupo de foco interno presentó un rendimiento significativamente inferior al de los grupos con foco externo proximal, distal y al grupo control durante la práctica, la retención y la transferencia.
Discusión: El foco interno puede perjudicar el aprendizaje motor al interferir con los procesos automáticos. En cambio, un foco externo favorece un aprendizaje más eficiente.
Conclusión: Fomentar un foco externo de atención mejora el aprendizaje de habilidades motoras en adolescentes, mientras que el foco interno puede resultar perjudicial. Estos hallazgos son relevantes para contextos educativos y deportivos.
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Derechos de autor 2025 Fabio Flôres, Inês Dias, Teresa Padilha, Ricardo Drews, Evi Verbeque, Denise Paschoal Soares, Suzete Chiviacowsky, Priscila Cardozo
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